摘要
知识观决定教育观,改造主义知识观希冀以社会一致的“知识通约”来理解知识的本身。但现实中,无论是科学知识与人文知识、个体知识与公共知识、陈述性知识与程序性知识乃至官方知识与民间知识都很难达成“通约”。知识的不可通约性给教学带来若干启示,从课程内容上,避免整齐划一和理解的唯一性;从教的方面要改变教的权威性,注重教师内隐知识的生成;从学的方面,提高学生质疑批判、合作共赢;从教的过程来看要倡导研究互动,提升学生对知识的“寄托”。
The view of knowledge determines the view of education,and the reconstructionist view of knowledge hopes to understand knowledge itself with the socially consistent“commensurability of knowledge”.But in reality,it is difficult to achieve“commensurability”between scientific knowl-edge and humanistic knowledge,individual knowledge and public knowledge,declarative knowledge and procedural knowledge,and even official knowledge and folk knowledge.The incommensurability of knowledge offers the following enlightenment on education:in terms of course content,we should avoid uniformity and uniqueness of understanding;from the aspect of teaching,we should change the authority of teaching and pay attention to the generation of teachers’implicit knowledge;from the as-pect of learning,we should improve students’questioning and criticism,cooperation and win-win situ-ation;from the perspective of teaching process,we should advocate research interaction and enhance students’“commitment”to knowledge.
作者
王建
WANG Jian(College of Education Science,Hanshan Normal University,Chaozhou,Guangdong,521041)
出处
《韩山师范学院学报》
2021年第5期91-96,共6页
Journal of Hanshan Normal University
基金
2019年度广东省高等教育教学改革项目:“核心素养视域下师范生培养课程体系构建与实践”。
关键词
知识通约性
改造主义知识观
教学启示
commensurability of knowledge
reconstructionist view of knowledge
enlightenment on teaching
